THE USE OF PROJECT-BASED LEARNING IN TEACHING ANALYTICAL EXPOSITION TEXT TO IMPROVE STUDENTS’ SPEAKING SKILL : A Descriptive Qualitative Research at One of Public Senior High Schools in Bandung.
Fadlillah Hauroni, 2015
THE USE OF PROJECT-BASED LEARNING IN TEACHING ANALYTICAL EXPOSITION TEXT TO IMPROVE
STUDENTS’ SPEAKING SKILL
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
THE USE OF PROJECT-BASED LEARNING IN TEACHING
ANALYTICAL EXPOSITION TEXT TO IMPROVE STUDENTS’
SPEAKING SKILL
(
A Descriptive Qualitative Research at One of Public Senior High Schools in Bandung)
A Research Paper
Submitted to English Education Department of FPBS UPI as a partial fulfilment for the requirement of Sarjana Pendidikan degree
By
Fadlillah Hauroni
1106492
ENGLISH EDUCATION DEPARTMENT
FACULTY OF LANGUAGES AND LITERATURE EDUCATION
UNIVERSITAS PENDIDIKAN INDONESIA
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Fadlillah Hauroni, 2015
THE USE OF PROJECT-BASED LEARNING IN TEACHING ANALYTICAL EXPOSITION TEXT TO IMPROVE
STUDENTS’ SPEAKING SKILL
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
STATEMENT OF AUTHORIZATION
I hereby certify that this research paper entitled “The Use of Project-Based Learning in Teaching Analytical Exposition Text to Improve Students’ Speaking Skill” is my original work and that contains no material which has been submitted or presented for the award of any other degree or diploma in any university or institution. I am fully aware that I have quoted from many resources. All quotations are properly acknowledged. If any claims relate to this paper in the future, I will be fully responsible for clarification.
Bandung, June 2015
Fadlillah Hauroni
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Fadlillah Hauroni, 2015
THE USE OF PROJECT-BASED LEARNING IN TEACHING ANALYTICAL EXPOSITION TEXT TO IMPROVE
STUDENTS’ SPEAKING SKILL
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
PAGE OF APPROVAL
THE USE OF PROJECT-BASED LEARNING IN TEACHING ANALYTICAL EXPOSITION TEXT TO IMPROVE STUDENTS’ SPEAKING SKILL
(
A Descriptive Qualitative Research at One of Public Senior High Schools in Bandung)
A Research Paper By
Fadlillah Hauroni
1106492 Approved by:
Supervisor,
Prof. Dr. Didi Suherdi, M. Ed NIP. 196211011987121001
Head of English Education Department Faculty of Languages and Literature Education
Universitas Pendidikan Indonesia
Prof. Dr. Didi Suherdi, M. Ed NIP. 196211011987121001
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Fadlillah Hauroni, 2015
THE USE OF PROJECT-BASED LEARNING IN TEACHING ANALYTICAL EXPOSITION TEXT TO IMPROVE STUDENTS’ SPEAKING SKILL
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
ABSTRAK
Penelitian ini menganalisis penggunaan Project-Based Learning dalam pengajaran analytical exposition text untuk meningkatkan kemampuan berbicara siswa. Penelitian ini bermaksud untuk menelaah proses implementasi PBL dan efeknya terhadap peningkatan kemampuan berbicara siswa, aspek-aspek kemampuan berbicara yang meningkat, dan kegiatan-kegiatan berbicara yang diperoleh pada penerapan PBL di pengajaran analytical exposition text. Metode penelitian yang digunakan adalah model penelitian kualitatif, di mana peneliti dapat memeroleh data melalui observasi dan wawancara. hasil penelitian ini menyatakan bahwa PBL dapat meningkatkan kemampuan berbicara siswa di beberapa aspek secara signifikan, yaitu struktur kalimat, kelancaran berbicara, kosakata, dan penguasaan materi. Adapun dua aspek lainnya, yaitu tata Bahasa dan pelafalan kata, kurang meningkat secara signifikan. Penemuan ini dibuktikan dengan analisis yang dalam terhadap keseluruhan transkrip observasi yang dihubungkan dengan teori-teori dasar. Sebagai tambahan, informasi yang dihasilakan dari wawancara ditambahkan untuk melengkapi jawaban dari pertanyaan penelitian. Aktifitas berbicara yang digunakan di rangkaian penerapan PBL mengadopsi dari yang disarankan oleh Thornbury (2005), Brown (2001), and Kayi (2006 seperti yang dilansir oleh Maulany, 2013). Dari 21 kegiatan-kegiatan berbicara, 18 kegiatan digunakan di penerapan PBL. Dengan demikian, berdasarkan penelitian ini, penerapan PBL dalam pengajaran analytical exposition text dapat meningkatkan kemampuan berbicara siswa.
Kata kunci: kemampuan berbicara, aspekberbicara, kegiatan berbicara, Project-Based Learning, analytical exposition text.
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Fadlillah Hauroni, 2015
THE USE OF PROJECT-BASED LEARNING IN TEACHING ANALYTICAL EXPOSITION TEXT TO IMPROVE STUDENTS’ SPEAKING SKILL
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
ABSTRACT
This research investigated the use of Project-Based Learning in teaching analytical exposition text to improve students’ speaking skill. This research aimed to find the process of PBL implementation and its effect to students’ speaking improvement, speaking aspects improved, and speaking activities used in PBL implementation in teaching analytical exposition text. The method used was qualitative research design, which could obtain the data through observation and interview. The result revealed is that PBL improved significantly in some speaking aspects: sentence structure, fluency, vocabulary, and content comprehension. Meanwhile, two other aspects which are pronunciation and grammar were not significantly improved. This finding was proved by the deep analysis throughout all transcription or videotaped observation and some grounding theories related to this subject matter. In addition, information resulted from interviews was added to fill the space in answering the formulated question. For the speaking activities used in the PBL package, this research adopted the ones proposed by Thornbury (2005), Brown (2001), and Kayi (2006 as cited in Maulany, 2013). Among 21 speaking activities, 18 were used. Thus, based on this research, PBL in teaching analytical exposition text can improve students’ speaking skill.
Keywords: speaking skill, speaking aspects, speaking activities, Project-Based Learning, analytical exposition text.
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Fadlillah Hauroni, 2015
THE USE OF PROJECT-BASED LEARNING IN TEACHING ANALYTICAL EXPOSITION TEXT TO IMPROVE
STUDENTS’ SPEAKING SKILL
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
TABLE OF CONTENT
STATEMENT OF AUTHORIZATION ... Error! Bookmark not defined. PREFACE ... Error! Bookmark not defined. ACKNOWLEDGEAMENT ... Error! Bookmark not defined. ABSTRACT ... Error! Bookmark not defined. TABLE OF CONTENT ... i LIST OF TABLE ... iv LIST OF FIGURE ... v CHAPTER 1... Error! Bookmark not defined. INTRODUCTION... Error! Bookmark not defined. 1.1 Background... Error! Bookmark not defined. 1.2 Statement of Problem ... Error! Bookmark not defined. 1.3 The Purpose of the Research ... Error! Bookmark not defined. 1.4 The Scope of the Research ... Error! Bookmark not defined. 1.5 Significance of the Study... Error! Bookmark not defined. 1.6 Limitation of the Study ... Error! Bookmark not defined. 1.7 Clarification of the Key Terms ... Error! Bookmark not defined. 1.8 Organization of the Paper ... Error! Bookmark not defined. CHAPTER 2... Error! Bookmark not defined. THEORITICAL REVIEW ... Error! Bookmark not defined. 2.1 Project-Based Learning (PBL) ... Error! Bookmark not defined. 2.2 Developing a Project in a Language Classroom... Error! Bookmark not defined.
2.3 PBL Implementation in Indonesian Education... Error! Bookmark not defined.
2.4 Speaking and the Nature of Speaking ... Error! Bookmark not defined. 2.5 Speaking Teaching in the Classroom ... Error! Bookmark not defined. 2.6 Speaking Activities in Classroom ... Error! Bookmark not defined.
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Fadlillah Hauroni, 2015
THE USE OF PROJECT-BASED LEARNING IN TEACHING ANALYTICAL EXPOSITION TEXT TO IMPROVE
STUDENTS’ SPEAKING SKILL
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
2.7 Speaking Assessment ... Error! Bookmark not defined. 2.8 PBL in Teaching Speaking ... Error! Bookmark not defined. CHAPTER 3... Error! Bookmark not defined. RESEARCH METHODOLOGY ... Error! Bookmark not defined. 3.1 Research Design ... Error! Bookmark not defined. 3.2 Research Site and Participants... Error! Bookmark not defined. 3.3 Data Collection Technique ... Error! Bookmark not defined. 3.3.1 Observation ... Error! Bookmark not defined. 3.3.2 Interview ... Error! Bookmark not defined. 3.4 Research Procedure ... Error! Bookmark not defined. 3.5 The Implementation of PBL ... Error! Bookmark not defined. 3.6 Data Analysis... Error! Bookmark not defined. CHAPTER 4... Error! Bookmark not defined. FINDINGS AND DISCUSSION ... Error! Bookmark not defined.
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Fadlillah Hauroni, 2015
THE USE OF PROJECT-BASED LEARNING IN TEACHING ANALYTICAL EXPOSITION TEXT TO IMPROVE
STUDENTS’ SPEAKING SKILL
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
4.3.2 Giving Instructions ... Error! Bookmark not defined. 4.3.3 Modelling ... Error! Bookmark not defined. 4.3.4 Class Discussion Using Video cued ... Error! Bookmark not defined. 4.3.5 Question and Answer ... Error! Bookmark not defined. 4.3.6 Giving Argument and Opinion, Debating ... Error! Bookmark not defined.
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Fadlillah Hauroni, 2015
THE USE OF PROJECT-BASED LEARNING IN TEACHING ANALYTICAL EXPOSITION TEXT TO IMPROVE
STUDENTS’ SPEAKING SKILL
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
LIST OF TABLE
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Fadlillah Hauroni, 2015
THE USE OF PROJECT-BASED LEARNING IN TEACHING ANALYTICAL EXPOSITION TEXT TO IMPROVE
STUDENTS’ SPEAKING SKILL
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
LIST OF FIGURE
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Fadlillah Hauroni, 2015
THE USE OF PROJECT-BASED LEARNING IN TEACHING ANALYTICAL EXPOSITION TEXT TO IMPROVE
STUDENTS’ SPEAKING SKILL
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Fadlillah Hauroni, 2015
THE USE OF PROJECT-BASED LEARNING IN TEACHING ANALYTICAL EXPOSITION TEXT TO IMPROVE STUDENTS’ SPEAKING SKILL
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
CHAPTER 1 INTRODUCTION
1.1 Background
English is one of obligatory languages for students in Indonesia since it is an international language and widely used for communicating with different people and in different contexts (Lauder, 2008). There are several roles of English as Savielle and Troike (2006) explain: English as a second language, a foreign language, a library language, and an auxiliary language.
In Indonesia, English is used and taught as a foreign language (Lauder, 2008). According to Hetrakul (1995), as a foreign language, most of students find difficulties in practicing English, especially in speaking as a communicating skill, due to lack of adequate language exposures and, precisely speaking task criteria that are not complied. In addition, Randholp (cited in ugm.ac.id 2006), says that in reality, one of speaking tasks for students in Indonesia is to memorize vocabularies and pattern of sentence structure which might not be practical in real context of speaking.
Focusing on speaking task criteria in English language teaching, Thornburry (2005) says that the best speaking practices are those that arise naturally and spontaneously, either because of something personal that students report or because the topic found in the textbook triggers them to a debate. There are some criteria of speaking task:
a. Productivity: speaking task needs to maximize language production. b. Purposefulness: speaking task must be conducted in meaning purpose.
c. Interactivity: speaking activity must require the learner to have interaction with his or her audience.
d. Challenge: speaking task needs to be challenging so that the learners will measure their ability, and feel the sense of achievement.
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Fadlillah Hauroni, 2015
THE USE OF PROJECT-BASED LEARNING IN TEACHING ANALYTICAL EXPOSITION TEXT TO IMPROVE STUDENTS’ SPEAKING SKILL
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
e. Safety: at the same time, when doing speaking task, the learners need to be confident.
f. Authenticity: speaking task needs to be like in real-life language use.
Considering the difficulty of finding teaching speaking skill method, which complies those speaking criteria above, Project Based Learning (PBL) is assumed to be a suitable method that meets the speaking task criteria.
PBL is a method in which the students are learning through a project that is decided by themselves with the help from teachers so that they can be actively engaged in the learning process (Thomas, Thompson, Beak, Patton, as cited in Maulany, 2013, p. 3). Project itself refers to “complex tasks based on problems encountered by students, conducted in certain periods of time and culminated in realistic products that might be in the form of presentation, exhibition, and publication” (Thomas, 2000).
Similar to the definition above, PBL is a multi-dimensional learning in which it involves various skills development: team work, self-confidence, critical thinking, project planning, and problem-solving. Learners are likely to use authentic materials to communicate and find pertinent information about a certain issues that will be investigated and solved. These characteristics of PBL enhance students’ critical thinking and problem solving skills (Almanza D et.al, 1997).
While doing the project progress, students will report their progress findings by using oral presentation, and students will report the final product in the form of exhibition. These two main speaking practices will improve students’ speaking ability because it complies whole speaking task criteria that are discussed above. Firstly, the learners will enthusiastically present their findings, because it is based on their understanding and it is purposeful speaking. It is also challenging because it derives from problems. They are confident because they have prepared and practiced it well. The last, English language used is authentic or used in real situation.
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Fadlillah Hauroni, 2015
THE USE OF PROJECT-BASED LEARNING IN TEACHING ANALYTICAL EXPOSITION TEXT TO IMPROVE STUDENTS’ SPEAKING SKILL
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
In implementing PBL, it should be based on the curriculum (Thomas et.al, 1999, as cited in Agustina L, ND). As the research took a site in Indonesia, the curriculum used currently is the new national curriculum of 2013. Based on the syllabus that derives from new national curriculum of 2013, an analytical exposition text, which focuses on speaking skill, is considered as a teaching material that is suitable to use during conducting this research because the core and objective of the text is in line with one of PBL characteristics which is to build criticaln thinking, problem-solving, and collaborative learning.
Viewing the success of PBL implementations in the form of product-based like student-made-magazine (Agustina, ND), a case story (Moss, in Almanza, et al, 1997), and a debate session on American election from cons and pros perspectives (Richard and Renaandya, 2011), the product resulted from the project under this research, which is analytical exhibition project and exhibition, may have not developed yet. On the basis of the theories, this study entitled “The Use of Project-Based Learning in Teaching Analytical Exposition Text in Improving Students’ Speaking Skill” is conducted to investigate how PBL in teaching analytical exposition text is implemented and its effects to enhance students’ speaking ability.
1.2 Statement of Problem
This research will be conducted to answer this following question
1. How does the implementation of PBL in teaching analytical exposition text improve students’ speaking ability?
1.3 The Purpose of the Research
Based on the statement of the problem, the purpose of this research is as follows
1. To find out the process of PBL implementation in teaching analytical exposition text to improve students’ speaking ability
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Fadlillah Hauroni, 2015
THE USE OF PROJECT-BASED LEARNING IN TEACHING ANALYTICAL EXPOSITION TEXT TO IMPROVE STUDENTS’ SPEAKING SKILL
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
1.4 The Scope of the Research
The research covers the analyses of the process of speaking enhancement resulted from the implementation of PBL through teaching analytical exposition text. In addition, it also covers speaking aspects being improved resulted from PBL implementation using analytical exposition text and speaking activities used in PBL implementation using analytical exposition text.
1.5 Significance of the Study
The present research is believed to have several significances for theoretical, practical, and professional benefits:
1. Theoretical Benefits
The research findings can be used as the contribution toward the research about Project Based Learning to improve students’ speaking ability particularly to 11th graders of senior high school who are learning analytical exposition text.
2. Practical Benefits
The research findings will be beneficially useful for teachers, students, and the readers who are interested in teaching analytical exposition text.
3. Professional Benefits
The research problem can help teachers to improve the quality of teacher, create collaborative learning, increase critical thinking of the students, and to create interesting language learning.
1.6 Limitation of the Study
The focus of this research is how effective PBL in improving speaking ability of students through learning analytical exposition text. Furthermore, the context of this study was limited on teaching analytical exposition text in senior high school, especially in 11th grade.
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Fadlillah Hauroni, 2015
THE USE OF PROJECT-BASED LEARNING IN TEACHING ANALYTICAL EXPOSITION TEXT TO IMPROVE STUDENTS’ SPEAKING SKILL
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
1.7 Clarification of the Key Terms
There are some terms in this research, which need to be clarified. The definition of them as follows:
PBL here specifically refers to a model lesson that organizes learning around mini projects.
Project itself means complex tasks that are based on challenging question and problem, that involve students in all steps of project which are: designing, problem-solving, data or information investigation, and oral presentation report (in this research, it is presented in form of exhibition). (Thomas, 2000)
Speaking is to talk to someone about something, or to have a conversation (Longman dictionary, 1999).
Analytical exposition text is a persuasive text that comprehensively explains about one problem or issue which is carefully supported by arguments. It aims to persuade to the reader to believe something by presenting one side of the argument. (Analytical Exposition, 2014)
1.8 Organization of the Paper
This research will be organized in four chapter. Each chapter has some subtopics which help the reader to clarify and give detail on the information what the writer input to this research. The paper of this study is organized as follows:
Chapter I Introduction
This chapter provides the information on background of the research, purpose of the research, hypotheses, significance of the research, limitation, research methodology, clarification of terms, and organization of paper.
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Fadlillah Hauroni, 2015
THE USE OF PROJECT-BASED LEARNING IN TEACHING ANALYTICAL EXPOSITION TEXT TO IMPROVE STUDENTS’ SPEAKING SKILL
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
This chapter consists of theoretical foundations; this part elaborates in detail theories which are relevant to the research.
Chapter III Research Methodology
This chapter will discuss the methodology in conducting this research. It includes the preparation stages, procedures, instrument, techniques and the result of the research.
Chapter IV Result and Discussion
This chapter will explain findings and discussions; this chapter describes the result of the instruments analysis, such as pre-test data analysis, post-test data analysis, and the data from questionnaire, and the interpretation of the findings from the study.
Chapter V Conclusion and Suggestion
This chapter contains conclusion, which describes the results of the research and suggestions were given for future research.
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Fadlillah Hauroni, 2015
THE USE OF PROJECT-BASED LEARNING IN TEACHING ANALYTICAL EXPOSITION TEXT TO IMPROVE STUDENTS’ SPEAKING SKILL
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
CHAPTER 3
RESEARCH METHODOLOGY
This chapter presents the methodology of this research. It covers the elaboration of research design, the research site and participants, the data collection techniques, the research procedure, the implementation of PBL, and the data analyses. The method is applied to find out the formulated research question, which is how the implementation of PBL in teaching analytical exposition text improve students’ speaking skill.
Research Design
This research deals with the process of students’ speaking skill improvement resulted from PBL implementation in teaching analytical exposition text to communicate using authentic English language, which is considered as one of difficult aspects of language learning for the teacher to get his or her students speak in English.
In conducting the research, the writer applied qualitative research design as the research methodology. A qualitative research design is concerned with event and human behaviour without the use of numerical data (Best and Kahn, 1989). The use of this research method because this research attempts to analyse how students’ speaking ability is improved using PBL, analysing speaking aspects that are improved, and finding out speaking activities used in PBL implementation in teaching analytical exposition text.
The rational of using qualitative research design is because the characteristics of qualitative research employment answers the formulated research questions, which focus on analysing the process of speaking improvement through PBL implementation. As explained by Creswell (2009) the
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Fadlillah Hauroni, 2015
THE USE OF PROJECT-BASED LEARNING IN TEACHING ANALYTICAL EXPOSITION TEXT TO IMPROVE STUDENTS’ SPEAKING SKILL
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
characteristics are natural setting, multiple sources of data, inductive data analysis, participants’ meanings, emergent design, and interpretive inquiry.
Research Site and Participants
The eleventh grade students of one of senior high schools in Bandung were taken as participants of the research. There are some reasons to conduct the research using the students as participants: firstly, because students’ cognitive development in that age have reached analytical stage where they can think abstractly and critically; secondly, analytical exposition text is one of teaching materials given to the eleventh grade students, this research suits the material they were learning.
The participants of this research consisted of 35 students. From the total number, only 30 students were taken as final participants, considering students’ absences in participating the research.
Data Collection Technique
In collecting the data, two techniques were employed, which are observation and interview. These data collection techniques will be discussed below.
Observation
Observation as explained by Suharsaputra (2012) is a method to find out particular data which, gives information and diagnose. Thus, observation can be conducted at existing behaviour such as attitude. There are four types of observers: complete participant, which the researcher conceals the role; observer as participant, which role of researcher is known; participant as observer, which observation role secondary to participant role; and complete observer, which researcher observes without participating. (Creswell, 2009)
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Fadlillah Hauroni, 2015
THE USE OF PROJECT-BASED LEARNING IN TEACHING ANALYTICAL EXPOSITION TEXT TO IMPROVE STUDENTS’ SPEAKING SKILL
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
The role of the researcher in the observation is an observer as participant, which means role of researcher is known. The advantage of this type of role is as explained by Creswell (2009) is the researcher can record information as it occurs. However, the flaw is that the researcher may not have good attending and observing skill.
The observation technique was used four times to observe students’ speaking improvement in doing project stages. The first observation were conducted to see whether PBL stages of first meeting was fulfilled, which are, material of analytical exposition delivery and project theme introduction. It also analysed students’ prior in speaking skill. The second observation was conducted to see students’ progress on their projects and their speaking improvement. The third observation was conducted to record students’ progress of project presentation, and to analyse their speaking improvement. The last observation was conducted to analyse students’ final speaking performance in reporting their project product.
During the observation, the researcher videotaped students’ discussion and presentation process. It was process of collecting data by recording students’ speaking progress throughout conducting their projects. There are some benefits of videotaping as explained by Fraenkel and Wallen (1990, as cited in Cresswel, 1994). Firstly, it is audio visual material that can preserves data needed by the researcher. Secondly, it could be replayed several times to check and assure the data. Thirdly, it can be shown to other researchers that might need for another next research.
Interview
According to Johnson (2008), interview is defined as asking questions and getting the answers from the participants in a study. Interview was done in this research for several reasons. Firstly, it was to back up the observations’ inquiry and interpretation. Secondly, it also aimed to make this research more objective
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Fadlillah Hauroni, 2015
THE USE OF PROJECT-BASED LEARNING IN TEACHING ANALYTICAL EXPOSITION TEXT TO IMPROVE STUDENTS’ SPEAKING SKILL
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
and valid. Thirdly, in addition, interview was also done to inform psychological aspect of the students as the participants of this research. Fourthly, it also functioned as valid rationales why soma aspects of speaking were improved through the implementation of PBL.
Among five types of interviews classified by Johnson (2008), which are structured interview, semi-structured interview, unstructured interview, informal interview, and focus groups, structured interview was chosen due to lack of time. One of the characteristics of structured interview is that it asks each participant the same series of question. The type used for this interview is web-based interview, using Line social media because most students used this social media, so it became more practical for them to answer the questions of the interview.
The question 1 was aimed to obtain information about methods used by students in reporting the project progress finding to improve their speaking ability. The question 2 was to find out whether their speaking skill was improved through PBL implementation and why it got improved. The question 3 was to see students effort in enhancing their pronunciation skill while presenting the report of finding progress. The question 4 was to find out how did students do to improve their pronunciation toward certain vocabularies. The question 5 was to see whether by PBL the content and comprehension of students in analytical exposition text got improved. The question 6 was to find out why by PBL implementation, students’ vocabulary bank got increased. The last question was to see whether PBL improved grammar aspect of the students.
Number of participants that were interviewed was 15 students. Among 15 students, only 12 students gave the answers of the questions due to number of students who actively use Line at that time.
Research Procedure
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Fadlillah Hauroni, 2015
THE USE OF PROJECT-BASED LEARNING IN TEACHING ANALYTICAL EXPOSITION TEXT TO IMPROVE STUDENTS’ SPEAKING SKILL
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
No Steps Time Description
1 Designing project
Feb, 2015 The project selected for the implementation of PBL in teaching analytical exposition text was exhibition, and the project product made by students were posters presenting facts and data. The content discussed following topics
- National examination should be banned VS. National examination should not be banned. - Public school is better that home school VS.
Home school is better than public school. - Home mom is better than working mom VS.
Working mom is better than home mom. - Sex education should be taught in schools
VS. Sex education should not be taught in schools.
2 Designing instrument, syllabus, lesson plan
Week 1-3 of march 2015
The instrument used for conducting this research was observation and interview. Observation or videotaping was utilized by primary standing camera and secondary camera to complete the missing parts. Meanwhile interview was done to find out why the phenomena happened that way. Other instruments used were lesson plans specially designed for research, which were interpreted from the syllabus using the new national curriculum of 2013 format (see appendix B). The lesson plans were featured with students’ worksheet for them to work on. 3 Observing and
videotaping learning process in five meetings of PBL
March to May 2015 (precisely 31st march, 7th April, 23rd April, and 7th May 2015)
The observation in form of videotaping was done in three months started from March to May. The rational of choosing March is because according to syllabus, material of analytical exposition text is taught right after midterm test. However it ended at May (though it only took four times of observation) because of some days off when students have conducted their projects. 4 Transcribing
videos and coding the transcripts
The 2nd week of May 2015
Transcribing videos were done after all observations have been conducted. The transcript for all records are available in appendix E.
5 Analysing the transcript to see students’ speaking improvement
The 3rd week of May 2015
The analysis of transcript was done to answer the formulated questions, which is how PBL implementation in teaching analytical exposition text improve students’ speaking skill.
6 Interviewing The 4th week of May 2015
The interview was done using Line social media (web based). It consisted of seven structured
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Fadlillah Hauroni, 2015
THE USE OF PROJECT-BASED LEARNING IN TEACHING ANALYTICAL EXPOSITION TEXT TO IMPROVE STUDENTS’ SPEAKING SKILL
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
questions. 7 Presenting the
result of the study
The 1st week of June 2015
The result of this study is presented in chapter 4.
(Table Error! No text of specified style in document..1)
The Implementation of PBL
This subchapter covers PBL implementation that is presented in form of schedule and stages that derive from selected project type, proposed by Henry (1994, in Richard and Renandya, 2011). In term of teacher and students collaborative work, the project selected and used throughout this research is semi-structured project, which the project are defined and organized in part by the teacher and in part by the student.
The stages used is adapted from Richard and Renandya’s framework (2011) and Kriwas (1999, in Bell and Maulany, 2013). Richard and Renandya’s framework is detail version, while Kriwas’s is general outline. This study used in between framework version.
Conducting the projects spent four meetings. The first meeting was for starting point and preparation, two next meetings were for doing the projects, and the last meeting was spent for reporting the projects. In detail, the schedule and its activity is presented as follows:
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Fadlillah Hauroni, 2015
THE USE OF PROJECT-BASED LEARNING IN TEACHING ANALYTICAL EXPOSITION TEXT TO IMPROVE STUDENTS’ SPEAKING SKILL
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
1. March, 31st 2015
1. Analytical exposition
material delivery
2. project product introduction
3. group
determination and topics
introduction
In the first meeting, the students were firstly introduced to analytical exposition texts by
displaying videos of spoken text as an exposure. It includes the exploration of the text which are structure of the text, language features, and function of the text.
In this session, students were introduced to project product, which is poster and exhibition, displaying topics determined by the researcher.
The students were divided into eight groups based on the topics discussed. The topics determined were four topics, which each topic was divided into two stands: pro and con stands.
2. April 23rd 2015
1. collecting data
2. reporting the findings
In this session, the students focused on collecting data. Most of them investigated the data by browsing. The data collected were translated into point of arguments which strengthen their stands.
After that, each group presented their findings with the progress in the front of the class. The rest of the students came up with questions and opinion against the presenter’s findings. Discussion and mini debate occurred.
3 May, 5th 2015
1. monitoring and reporting progress of the project
2. Poster making
In the third meeting, students’ were given chances to share their report of the project progress by presenting their findings again.
After reporting the progress, the students worked on the project product, poster, by posing their findings and feedback given through the presentation into a carton based on their creativity.
5. 7th May 2015)
1. exhibition
2. role play
The activity of the day was exhibition. It displayed their project products, which are posters, on the wall. Each student was given one of these roles: stand keeper and visitor.
The students who were stand keepers were tasked to explain their posters in the stand to the visitors and answer the questions coming from the visitors. Meanwhile, visitors were tasked to visit at least five stands and ask some questions in regard to the
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Fadlillah Hauroni, 2015
THE USE OF PROJECT-BASED LEARNING IN TEACHING ANALYTICAL EXPOSITION TEXT TO IMPROVE STUDENTS’ SPEAKING SKILL
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
information displayed on the poster, design of the poster, and any other questions. They were also tasked to give score toward stand keepers’ speaking ability in explaining them the content of the poster: content, grammar, fluency, pronunciation, and grammar.
(Table Error! No text of specified style in document..2)
Data Analysis
The analysis of collected qualitative data, which is observation, was conducted in several steps as guided by Creswell (2009) as mapped in this following diagram.
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33
Fadlillah Hauroni, 2015
THE USE OF PROJECT-BASED LEARNING IN TEACHING ANALYTICAL EXPOSITION TEXT TO IMPROVE STUDENTS’ SPEAKING SKILL
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
(Figure Error! No text of specified style in document.3.Error! No text of specified style in document..1)
1. The first step is organizing and preparing the data for analysis. This involves transcribing interviews, typing up field notes and observation sheets, and sorting the data into different types depending on the source of information.
2. The second step is reading through all the data. It is to obtain a general sense of the information and to reflect on its overall meaning.
3. The third step is coding the data. It is the process of organizing the material into chunks or segments of text bringing meaning to the information. It includes classifying, labelling the data into the right classification. There are types of code as proposed by Bogdan and Biklen Validating the
Accuracy of the Information
Themes
Interpreting the meaning of themes/descriptions
Interrelating themes/descriptions (e.g. grounded theory, case study)
Descriptions
Coding the data (hand or computer)
Reading through all data
Organizing and presenting data for analysis
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34
Fadlillah Hauroni, 2015
THE USE OF PROJECT-BASED LEARNING IN TEACHING ANALYTICAL EXPOSITION TEXT TO IMPROVE STUDENTS’ SPEAKING SKILL
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
(1992, p. 166 in Creswell, 2009, p. 187), that will be used in analysing the data of this research. They are process code and activity code.
4. The fourth step is using the coding process to generate a description of the setting or people as well as themes for analysis. Descriptions here mean detailed rendering of information about people or setting, while themes are codes or categories made for classifying the data.
5. The fifth step is examining in advance how the description and themes will be presented in the qualitative narrative.
6. The sixth step is analysing and interpreting the meaning of the data. It could be the researcher’s personal interpretation, which is couched in the understanding that the inquirer brings to the study from her or his culture, history, and experiences. It is presented flexibly.
In this research, there are two types of code. The first code type is used to analyse students’ speaking aspect improvement. The second code type is used to analyse speaking activities occurring in the learning implemented by PBL. The table below shows the video transcript codes.
No Description Code
Main Sub
1 Teacher T
2 Student S
3 Students Ss
4 Visitor V
5 Stand keeper Sk
6 Bahasa Indonesia L1
7 English L2
6 Sentence structure S.S
7 Sentence structure criterion 1 S.S1
8 Sentence structure criterion 2 S.S2
9 Sentence structure criterion 3 S.S3
10 Fluency F
11 Fluency criterion 1 F1
12 Fluency criterion 2 F2
13 Fluency criterion 3 F3
14 Vocabulary V
15 Vocabulary criterion 1 V1
16 Vocabulary criterion 2 V2
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35
Fadlillah Hauroni, 2015
THE USE OF PROJECT-BASED LEARNING IN TEACHING ANALYTICAL EXPOSITION TEXT TO IMPROVE STUDENTS’ SPEAKING SKILL
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
18 Pronunciation P
19 Pronunciation criterion 1 P1
20 Pronunciation criterion 2 P2
21 Pronunciation criterion 3 P3
22 Comprehension (of information) C
23 Comprehension criterion 1 C1
24 Comprehension criterion 2 C2
25 Comprehension criterion 3 C3
26 Grammar G
27 Grammar criterion 1 G1
28 Grammar criterion 2 G2
29 Grammar criterion 3 G3
(Table Error! No text of specified style in document..3)
The criterion above means level of comprehension in a certain aspect of speaking. Each aspect has three levels of criterion. Criterion 1 is the lowest, criterion 2 is the middle or average, and criterion 3 is the highest where the students almost flawlessly master a certain speaking aspect. The detail of these codes will be explained in chapter 4.
The table below shows codes for speaking activities occurred in PBL in the whole meetings.
Main activity Sub activity Code
Material delivery
Informal chat Ic
Giving instructions Gi
Modelling Mod
Speaking drill Sd Class discussion Cd
Video cued Vc
Findings report Conversation Cv Question answer Qa Giving arguments Arg Giving opinion Op
Debating Deb
Paraphrasing Prh
Translation Tr
Giving feedback Fb Group discussion Gd
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36
Fadlillah Hauroni, 2015
THE USE OF PROJECT-BASED LEARNING IN TEACHING ANALYTICAL EXPOSITION TEXT TO IMPROVE STUDENTS’ SPEAKING SKILL
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Pronunciation practice
Pron
Presentation Prs
Exhibition Data cued Dc
Picture cued Pc
Interview Iv
Role-play Rp
(Table Error! No text of specified style in document..4)
After speaking aspect and speaking activities being coded, the data was analyzed using qualitative design. This is because the characteristics of qualitative research employment answers the formulated research questions, which focus on analysing the process of speaking improvement through PBL implementation in teaching analytical exposition text. As explained by Creswell (2009) the characteristics are natural setting, multiple sources of data, inductive data analysis, participants’ meanings, emergent design, and interpretive inquiry.
According to Alwasilah (2009), to answer the formulated questions using qualitative method, process of data reduction and data display are needed to find relevant data. In reducing data, some of students who did not follow all stages of PBL are dismissed. Then, only data of students who follow all stages of PBL that is going to display, or called data display.
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Fadlillah Hauroni, 2015
THE USE OF PROJECT-BASED LEARNING IN TEACHING ANALYTICAL EXPOSITION TEXT TO IMPROVE STUDENTS’ SPEAKING SKILL
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
CHAPTER 5
CONCLUSIONS AND SUGGESTION
This chapter will draw conclusion of this research and cover some suggestion for future researches with similar topic and coverage. This chapter is divided into two subchapter: conclusion and suggestion.
Conclusion
As discussed in chapter 1, English as foreign language taught in Indonesia is one of the reasons why most of students find difficulties in practicing English speaking due to lack of good speaking task criteria as suggested by Thornbury (2005) (Lauder, 2008). One of present methodologies that meets the appropriate speaking task criteria is PBL. For this research, senior high school students, which were the participants, fitted the research in which one of their teaching material according to syllabus interpretation is analytical exposition.
According to data obtained mainly from videotaped observations with the researcher analysis on real research time and the interview, this research draw conclusions that answer the formulated research question, which is how PBL
implementation in teaching analytical exposition text improve students’ speaking
skill.
The first conclusion is that PBL implementation in teaching analytical
exposition text improves students’ speaking skill, proved by speaking aspects
improvement adopted from Hughes (2003) which are grammar and sentence structure, vocabulary, fluency, comprehension, and the accuracy of pronunciation.
The second conclusion is speaking aspects improved. Six speaking aspects chosen as the objects of improvement in this research were sentences structure, fluency, vocabulary, pronunciation, comprehension, and grammar. Sentence
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83
Fadlillah Hauroni, 2015
THE USE OF PROJECT-BASED LEARNING IN TEACHING ANALYTICAL EXPOSITION TEXT TO IMPROVE STUDENTS’ SPEAKING SKILL
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
structure was significantly improved. Fluency was significantly improved. Vocabulary mastery was significantly improved. Pronunciation was not significantly improved. Comprehension was significantly improved. Grammar was not significantly improved.
The third conclusion is related to rational why students’ speaking skill are
improved through PBL implementation in teaching analytical exposition text. PBL implementation in teaching analytical exposition text used in this research consisted of 18 speaking activities merged in PBL package from among 21 speaking activities suggested by Thornbury (2005), Brown (2001), and Kayi (2006, as cited in Maulany, 2013).
The speaking activities used in this research are: informal chat, giving instruction, modelling, class discussion using video cued, question and answer, giving opinion and arguments, debate, paraphrasing by teacher, giving feedback, group discussion, pronunciation practice, presentation, data cued speaking, data cued speaking, interview, and role-play.
Each activity helps help to improve some speaking aspects: (1) informal chat helps to improve sentence structure and fluency, (2, 3) giving instruction and modelling help to improve sentence structure, vocabulary, pronunciation, and grammar, (4) class discussion helps to improve sentence structure, fluency, pronunciation, and grammar, (5) video cued speaking helps to improve sentence structure, fluency, and vocabulary, (6) question and answer help to improve sentence structure, fluency, and pronunciation, (7, 8) giving argument and opinion help to improve fluency, vocabulary, and comprehension, (9) debating helps to improve fluency and comprehension, (10) paraphrasing helps to improve sentence structure, vocabulary, pronunciation, and grammar, (11) giving feedback helps to improve sentence structure, pronunciation, and grammar, (12, 13) group discussion and presentation help to improve fluency, vocabulary, and comprehension, (14) pronunciation practice helps to improve pronunciation and vocabulary, (15, 16) data cued and picture cued speaking help to improve fluency,
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84
Fadlillah Hauroni, 2015
THE USE OF PROJECT-BASED LEARNING IN TEACHING ANALYTICAL EXPOSITION TEXT TO IMPROVE STUDENTS’ SPEAKING SKILL
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
vocabulary, and comprehension, (17) interview helps to improve fluency, and (18) role-play helps to improve vocabulary, fluency, and comprehension.
Suggestions
This research has many limitations. Therefore, suggestion for future researches with similar topic are presented here. The suggestions are divided into three parts related to flaws found in this research.
Firstly, in term of instrumentation, PBL exploration using qualitative design needs observation as the main instrument. However, the researcher role in observation was an observer as participant, which means role of researcher is known. The disadvantage of this kind of observer is that the researcher may not have good attending and observing skill (Creswell (2009). That is why in this research the whole sessions were videotaped. However, in videotaping process technical errors used to occur (like limited storage and battery life of camera) and some sessions were lost. Thus, it is suggested to prepare primary camera and secondary camera to anticipate technical errors. Besides, two cameras may give additional data to analyse since it can record from different angle of the research site.
Secondly, in term of time allotment, PBL implementation has many stages as Richard and Renandya (2011) suggest. Unfortunately this research time allotment was very limited due to unfeasible condition of the school; it only took four meetings. To anticipate limited time, this research put some stage in one meeting and made the stages shorter. The effect of this was that some speaking aspects, that are supposed to be improved, were improved significantly. For that reason, in further PBL research, time has to be allotted sufficiently according to what is being suggested by experts.
Thirdly, in term of PBL exploration, there should be many things to explore besides speaking skill. Critical thinking skill is another major object study in this research. However, due to limited data gained and time, this research only
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85
Fadlillah Hauroni, 2015
THE USE OF PROJECT-BASED LEARNING IN TEACHING ANALYTICAL EXPOSITION TEXT TO IMPROVE STUDENTS’ SPEAKING SKILL
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
discussed speaking skill improvement. For further similar research, critical thinking is supposed to be explored to present wider research scope.
(34)
Fadlillah Hauroni, 2015
THE USE OF PROJECT-BASED LEARNING IN TEACHING ANALYTICAL EXPOSITION TEXT TO IMPROVE STUDENTS’ SPEAKING SKILL
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
REFERENCES
Almanza, D. Cackley, P. Goins, K. (1997). Project Based Learning and Assessment: a Resource Manual for Teachers. Arlinton County Public School, VA. ED 442 306
Agustina, L. (NY). Improving Reading and Speaking Skills through Project-Based Learning for EFL Students in the Form of Students-Made Magazine. Jlt-polinema.org
British Council. (2004). Teaching Speaking Classroom 2: Overcoming Classroom Problem. Retrieved from
http://www.teachingenglish.org.uk/article/teaching-speaking-skills-2-overcoming-classroom-problems
Bogdewic SP. (1992). Participant observation. In Crabtree BF, Miller W (eds.). Doing Qualitative Research. Newbury Park, CA: Sage Publications Brown, D. H. (2001). Teaching in Principles: An Interactive Approach to
Teaching Pedagogy. Longman
Carter, R. McCarthy, M. (2006). Cambridge Grammar of English: A
Comprehensive Guide Spoken and Written English Grammar and Usage. Cambridge University Press: Cambridge
Creswell, J. (2009). Research Design: Qualitative, Quantitative, and Mixed Method Approaches. California: Sage
Communication Skill World. (2013). Importance of Communication Skills for Students. Retrieved from
http://www.communicationskillsworld.com/communicationskillsforstudents .html
Englishindo. (2014). Analytical Exposition. Retrieved from
http://www.englishindo.com/2012/07/analytical-exposition-penjelasan-contoh.html
(35)
Fadlillah Hauroni, 2015
THE USE OF PROJECT-BASED LEARNING IN TEACHING ANALYTICAL EXPOSITION TEXT TO IMPROVE STUDENTS’ SPEAKING SKILL
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Heick, T. (2013). 3 Types Of Project-Based Learning Symbolize Its Evolution. Retrieved on Dec 1st from http://www.teachthought.com/learning/5-types-of-project-based-learning-symbolize-its-evolution/
Hetrakul, K. (1995). The Second Language. Retrieved on June 5th from http://eserver.org/courses/spring95/76-100g/KavinHetrakul.html
Hughes, A. (2003). Testing for Language Teachers (2nd edition). Cambridge: Cambridge University Press
Hughes, R. (2006). Spoken English, TESOL, and Applied Linguistics. Palgrave: Macmillan
HumasUGM. (2006). Tentang Pembelajaran Bahasa Inggris di Indonesia. Retrieved on June 5th from
https://ugm.ac.id/id/berita/1760-tentang.pembelajaran.bahasa.inggris.di.indonesia
Johnson, R. W. (2008). Qualitative Research Guidelines Project: Interviewing. Retrieved on June 19th from http://www.qualres.org/homelnte-3595.html
Lauder, A. (2008). The Status And Function Of English In Indonesia: A Review Of Key Factors. Makara, Sosial Humaniora, Vol. 12, No. 1, July 2008: 9-20
Longman. (1999). Longman Dictionary. Harlow: Longman
Mayer, A. (2012). The Difference Between Projects And Project-Based Learning. Retrieved on Dec 1st from www.friEdTechnology.com
Maulany, D. B. (2013). The Use of Project Based Learning in Improving the
Students’ Spekaing Skill. Journal of English and Education 2013, 1(1), 30-42
Permendikbud. (2013). Model Pembelajaran Berbasis Proyek (Project Based Learning). Retrieved from kemendiknas.go.id
Poonpon, K. (NY). Enhancing English Skill through Project Based Learning. Journal of the English Teacher Vol. XL: 1-10
(36)
Fadlillah Hauroni, 2015
THE USE OF PROJECT-BASED LEARNING IN TEACHING ANALYTICAL EXPOSITION TEXT TO IMPROVE STUDENTS’ SPEAKING SKILL
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Richard, J. Renandya, W. (2011). Methodology Language Teaching: An Anthology of Current Practice. Cambrigde: Cambridge University Press Safnowandi. (2011). Project Based Learning (PBL) dan Aplikasinya dalam
Pembelajaran Biologi. Libre. 2011
Sastradipoera, K. (2005). Mencari Makna di Balik Penulisan Skripsi, Tesis, dan Disertasi. Bandung: Penerbit Kappa-Sigma
Savielle, M., & Troike. (2006). Introducing Second Language Acquisition. Cambridge: Cambridge University Press
Sidiknas. (2012). Struktur Kurikulum 2013. Retrieved from
http://www.kemdikbud.go.id/kemdikbud/uji-publik-kurikulum-2013-4
Simpson, J. (2011). Integrating Project Based Learning in an English Language Tourism Classroom in a Thai University. Australian Catholic University, Research Services PO Box 968, North Sydney NSW 2059
Solcova, P. (2011). English Language and Literature and Teaching English Language and Literature for Secondary Schools. Teaching Speaking Skills: Master‟s Diploma ThesisMasaryk University Faculty of Arts Department of English and American Studies
Sugiyono. (2011). Metode Penelitian Kuantitatif Kualitatif dan R&D. Bandung: CV Alfabeta Bandung
Suharsaputra, U. (2012). Metode Penelitian Kuantitatif, Kualitatif, dan Tindakan. Refika Aditama: Bandung
The Tecahing Centre. (2009). Increasing Students’ Participation. Retrieved from
http://teachingcenter.wustl.edu/strategies/Pages/increasing-participation.aspx#Planning
Thomas, J (2000). A Review of Research on Project Based Learning. California: The Autodesk Foundation
(37)
Fadlillah Hauroni, 2015
THE USE OF PROJECT-BASED LEARNING IN TEACHING ANALYTICAL EXPOSITION TEXT TO IMPROVE STUDENTS’ SPEAKING SKILL
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Thornburry, S. (2002). How to Teach Vocabulary. Harlow: Longman
Thornburry, S. (2006). How to Teach Grammar. Harlow: Longman
Thornburry, S. (ND). How to Teach Pronunciation. Harlow: Longman
Venkatraj, K.R., & baskaran, G. (2009). Using Problem Based Learning Technique in Teaching Grammar. Language in India. Strength for Today and Bright Hope for Tomorrow. Volume 9: 10 October 2009
Wilhelm, Jennifer, Sherodd. (2008). Project Based Learning Environment: Challenging the Pre-service Teacher to Act in the Moment. The Journal of Educational Research. Volume 101: April 2008
(1)
84
vocabulary, and comprehension, (17) interview helps to improve fluency, and (18) role-play helps to improve vocabulary, fluency, and comprehension.
Suggestions
This research has many limitations. Therefore, suggestion for future researches with similar topic are presented here. The suggestions are divided into three parts related to flaws found in this research.
Firstly, in term of instrumentation, PBL exploration using qualitative design needs observation as the main instrument. However, the researcher role in observation was an observer as participant, which means role of researcher is known. The disadvantage of this kind of observer is that the researcher may not have good attending and observing skill (Creswell (2009). That is why in this research the whole sessions were videotaped. However, in videotaping process technical errors used to occur (like limited storage and battery life of camera) and some sessions were lost. Thus, it is suggested to prepare primary camera and secondary camera to anticipate technical errors. Besides, two cameras may give additional data to analyse since it can record from different angle of the research site.
Secondly, in term of time allotment, PBL implementation has many stages as Richard and Renandya (2011) suggest. Unfortunately this research time allotment was very limited due to unfeasible condition of the school; it only took four meetings. To anticipate limited time, this research put some stage in one meeting and made the stages shorter. The effect of this was that some speaking aspects, that are supposed to be improved, were improved significantly. For that reason, in further PBL research, time has to be allotted sufficiently according to what is being suggested by experts.
Thirdly, in term of PBL exploration, there should be many things to explore besides speaking skill. Critical thinking skill is another major object study in this research. However, due to limited data gained and time, this research only
(2)
85
discussed speaking skill improvement. For further similar research, critical thinking is supposed to be explored to present wider research scope.
(3)
REFERENCES
Almanza, D. Cackley, P. Goins, K. (1997). Project Based Learning and Assessment: a Resource Manual for Teachers. Arlinton County Public School, VA. ED 442 306
Agustina, L. (NY). Improving Reading and Speaking Skills through Project-Based Learning for EFL Students in the Form of Students-Made Magazine. Jlt-polinema.org
British Council. (2004). Teaching Speaking Classroom 2: Overcoming Classroom Problem. Retrieved from
http://www.teachingenglish.org.uk/article/teaching-speaking-skills-2-overcoming-classroom-problems
Bogdewic SP. (1992). Participant observation. In Crabtree BF, Miller W (eds.). Doing Qualitative Research. Newbury Park, CA: Sage Publications Brown, D. H. (2001). Teaching in Principles: An Interactive Approach to
Teaching Pedagogy. Longman
Carter, R. McCarthy, M. (2006). Cambridge Grammar of English: A
Comprehensive Guide Spoken and Written English Grammar and Usage. Cambridge University Press: Cambridge
Creswell, J. (2009). Research Design: Qualitative, Quantitative, and Mixed Method Approaches. California: Sage
Communication Skill World. (2013). Importance of Communication Skills for Students. Retrieved from
http://www.communicationskillsworld.com/communicationskillsforstudents .html
Englishindo. (2014). Analytical Exposition. Retrieved from
http://www.englishindo.com/2012/07/analytical-exposition-penjelasan-contoh.html
(4)
Heick, T. (2013). 3 Types Of Project-Based Learning Symbolize Its Evolution. Retrieved on Dec 1st from http://www.teachthought.com/learning/5-types-of-project-based-learning-symbolize-its-evolution/
Hetrakul, K. (1995). The Second Language. Retrieved on June 5th from http://eserver.org/courses/spring95/76-100g/KavinHetrakul.html Hughes, A. (2003). Testing for Language Teachers (2nd edition). Cambridge:
Cambridge University Press
Hughes, R. (2006). Spoken English, TESOL, and Applied Linguistics. Palgrave: Macmillan
HumasUGM. (2006). Tentang Pembelajaran Bahasa Inggris di Indonesia. Retrieved on June 5th from
https://ugm.ac.id/id/berita/1760-tentang.pembelajaran.bahasa.inggris.di.indonesia
Johnson, R. W. (2008). Qualitative Research Guidelines Project: Interviewing. Retrieved on June 19th from http://www.qualres.org/homelnte-3595.html Lauder, A. (2008). The Status And Function Of English In Indonesia: A Review
Of Key Factors. Makara, Sosial Humaniora, Vol. 12, No. 1, July 2008: 9-20 Longman. (1999). Longman Dictionary. Harlow: Longman
Mayer, A. (2012). The Difference Between Projects And Project-Based Learning. Retrieved on Dec 1st from www.friEdTechnology.com
Maulany, D. B. (2013). The Use of Project Based Learning in Improving the
Students’ Spekaing Skill. Journal of English and Education 2013, 1(1),
30-42
Permendikbud. (2013). Model Pembelajaran Berbasis Proyek (Project Based Learning). Retrieved from kemendiknas.go.id
Poonpon, K. (NY). Enhancing English Skill through Project Based Learning. Journal of the English Teacher Vol. XL: 1-10
(5)
Richard, J. Renandya, W. (2011). Methodology Language Teaching: An Anthology of Current Practice. Cambrigde: Cambridge University Press Safnowandi. (2011). Project Based Learning (PBL) dan Aplikasinya dalam
Pembelajaran Biologi. Libre. 2011
Sastradipoera, K. (2005). Mencari Makna di Balik Penulisan Skripsi, Tesis, dan Disertasi. Bandung: Penerbit Kappa-Sigma
Savielle, M., & Troike. (2006). Introducing Second Language Acquisition. Cambridge: Cambridge University Press
Sidiknas. (2012). Struktur Kurikulum 2013. Retrieved from
http://www.kemdikbud.go.id/kemdikbud/uji-publik-kurikulum-2013-4 Simpson, J. (2011). Integrating Project Based Learning in an English Language
Tourism Classroom in a Thai University. Australian Catholic University, Research Services PO Box 968, North Sydney NSW 2059
Solcova, P. (2011). English Language and Literature and Teaching English Language and Literature for Secondary Schools. Teaching Speaking Skills:
Master‟s Diploma ThesisMasaryk University Faculty of Arts Department of
English and American Studies
Sugiyono. (2011). Metode Penelitian Kuantitatif Kualitatif dan R&D. Bandung: CV Alfabeta Bandung
Suharsaputra, U. (2012). Metode Penelitian Kuantitatif, Kualitatif, dan Tindakan. Refika Aditama: Bandung
The Tecahing Centre. (2009). Increasing Students’ Participation. Retrieved from
http://teachingcenter.wustl.edu/strategies/Pages/increasing-participation.aspx#Planning
Thomas, J (2000). A Review of Research on Project Based Learning. California: The Autodesk Foundation
(6)
Thornburry, S. (2002). How to Teach Vocabulary. Harlow: Longman Thornburry, S. (2006). How to Teach Grammar. Harlow: Longman Thornburry, S. (ND). How to Teach Pronunciation. Harlow: Longman Venkatraj, K.R., & baskaran, G. (2009). Using Problem Based Learning
Technique in Teaching Grammar. Language in India. Strength for Today and Bright Hope for Tomorrow. Volume 9: 10 October 2009
Wilhelm, Jennifer, Sherodd. (2008). Project Based Learning Environment: Challenging the Pre-service Teacher to Act in the Moment. The Journal of Educational Research. Volume 101: April 2008